Jermoe Bruner

Jerome Bruner (1915 - ) Constructivism & Discovery LearningIn studying the work of Jerome Bruner, it is described that the psychologist “has set in motion innovations for which there may have been theoretical bases for some time.”1 Bruner discusses and describes educational purposes which involve the acquisition and development of “intellectual skills, and stressed culture’s effect on a person’s intelligence and ways of thinking.”2 The three Facets of Bruner’s learning ideas are: ·Acquisition of New Information

·Transformation of Knowledge
·Check of the Pertinence and Adequacy of KnowledgeBruner suggested that people remember things “with a view towards meaning and signification, not toward the end of somehow ‘preserving’ the facts themselves. This view of knowledge and memory as a constructed entity is consistent with constructivism, with which Bruner is also closely associated.”3 Bruner maintained a constant thought, that education is a process of discovery. He stated that students pursuing concepts on own could gain better understanding. Bruner also stated students that are engaged in active dialogue and guidance when needed from teacher, would progressively build their own knowledge base rather than being taught. “New information would be classified and understood based on knowledge already gained.”4 Traditional teaching and constructivist theory share similar ideas for teaching. Similarities include, plan and specify objective learning goals, put together and make assessments. The difference between the two roles is that “a shift in emphasis away from the teacher merely providing information and toward the teacher promoting the interaction that makes students’ thing open and visible.”5

How I would use the theory
When using his theory in the classroom I would start with Bruner’s central idea. This theory promotes readiness in learning....

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...BRIEF HISTORY
Jerome Bruner was born in New York City on October 1, 1915. He attended and received his B.A. from Duke University in 1937 and his Ph.D from Harvard University in 1941. As an American psychologist, he has contributed greatly to cognitive psychology and the cognitive learning theory in educational psychology, as well as to history and the general philosophy of education. He was on the faculty in the Department of Psychology at Harvard University from 1952 – 1972. He published his book “The Process of Education” in 1960. This book influenced many young researchers and led to a great deal of experimentation and a wide range of educational programs. In the early 70’s, he left Harvard University to become a tutor at the University of Oxford up until 1979, after which he returned to Harvard University. Later he joined the New York University of Law, where he became a Senior Researcher (at the age of 93).
THEORY
Jerome Bruner is one of the founding fathers of Constructivist Theory. Constructivism is an extensive theoretical framework with several perspectives, and Bruner's is only one. Bruner's hypothetical framework is based on the theme that learners create new ideas or concepts based upon existing knowledge. Learning is an active process. Aspects of the process include selection and transformation of information, decision making, generating hypotheses, and making meaning from information and experiences....

...Jean Piaget and Jerome Bruner are two theorists who have both had an effect on education over the past century. The process of teaching and learning used by mathematics teachers has been greatly contributed to by Piaget and Bruner. Constructivism is based on the ideas formed by Piaget and Bruner, “a theory that views the child as creating knowledge by acting on experience gained from the world and then finding meaning in it.” (Sperry-Smith, Van De Walle, Karp and Bay-Williams, 2012, p.10).
Jean Piaget created a four-stage cognitive development theory, much of what we know about development and how and when it occurs comes from the research that has been based on Piaget’s stages. The first stage is sensorimotor period is from birth to age two. This is the beginning of a child understanding the world. Touch, taste, sight, hearing, smell, and muscles are all senses that are sensory and are all used in this first stage. Children are encouraged to use their sensory and also their motor abilities to learn skills and concepts that are basic. Preoperational stage is stage two and ranges from about ages two until seven. Children begin to grasp concepts that an adult can do but are still incomplete to what they will eventually be like when they are older. Language is undergoes rapid growth and there is an increase in speech to explain knowledge. Symbolic behaviour is used in this period especially when children play. The third stage is...

...Jerome Bruner: Laws, Life, and Literature Jerome Bruner states “we have implicit intuitions about how to make a story or how to get the point of one.” The book starts by explaining the structure of narrative, using the concept of peripetia. “Peripetia is a sudden reversal of fortune stories,
presumably in contrast to logic or science, seen too susceptible to ulteriority, to special pleading and particularly to malice. Bruner argues that stories focus not on what is, but what could be or might be. I believe this to be true because to some We can
extent, although we can only live in the present.
forecast and predict what may occur in the future but all stories are derived from our past experiences. Story can prepare us for the unforeseen expectations of the future. Bruner makes several comparisons and correlations about law being similar to literary works. I believe that some of the
comparisons on how stories are formulated to be quite true based off his observations and references.
Bruner explores the challenging issues of self, whether it is something that exists within us or is in a constant state of creation. He states that there is no such thing as an essential
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...Jerome Bruner (1915 - )
Constructivism &amp; Discovery Learning
Biography
Born New York City, October 1, 1915. He received his A.B. degree from Duke University in 1937 and his Ph.D in 1947 from Harvard. He was on the faculty in the Department of Psychology at Harvard University.from 1952 - 1972.
In 1960 Bruner published The Process of Education. This was a landmark book which led to much experimentation and a broad range of educational programs in the 1960's. Howard Gardner and other young researchers worked under Bruner and were much-influenced by his work. In the early 70's Bruner left Harvard to teach at University of Oxford for several years (1972 - 1979). He returned to Harvard in 1979.
Later he joined the New York University of Law, where he is a senior research fellow (at the age of 93).
Four features of Bruner's theory of instruction.
1. Predisposition to learn.... This feature specifically states the experiences which move the learner toward a love of learning in general, or of learning something in particular. Motivational, cultural, and personal factors contribute to this. Bruner emphasized social factors and early teachers and parents' influence on this. He believed learning and problem solving emerged out of exploration. Part of the task of a teacher is to maintain and direct a child's spontaneous explorations.
2. Structure of knowledge....it is possible to...

...“A REVIEW OF BRUNER AND SHERWOOD’S STUDY OF PEEKABOO” - Laiba Khanani
“Humans are social animals”. This phrase broadly describes the human behavior and its effect on their development process. One tends to make their lives worth living by experiencing different activities that help them grow. These activities cater humans to strengthen their capabilities and skills.
The main aim of this review article is to introduce the concept of “peek-a-boo” and its mere importance as a game in the development process of a child. Peek-a-boo is a fundamental game which manipulates the infant’s hold on ‘object permanence’ which refers to the ability to be acquainted with the persistent existence of an object even when it is out of sight. The review also includes the analytical evaluation of the concept of peek-a-boo itself. As a simple game of disappearance and reappearance that has always been a part of every infant’s childhood, it has its own strengths and weaknesses which evaluate the methodologies and different viewpoints regarding the game itself. Moreover, the review also focuses on the critical analysis of the different theories of child development put down by various researchers such as Piaget (1980), Vygotsky (1896) and Darwin (1809) with respect to the theory by Jerome Bruner (1977).
The article by Bruner and Sherwood describes a proper study which observed six infants whose age varied from 7 to 17 months, for over a period...

...Wednesday, October 10, 2001 This essay is based on the two theories by Jerome Bruner and B.F. Skinner. In this essay B.F.Skinners' theory on Operant Conditioning is compared to that of Jerome Bruners' theory on cognitive learning. This states the ideas and opinion's of the two persons' and their theories on learning.
Jerome Bruner had a great effect on cognitive learning. Bruners' theory states, " to perceive is to categorize, to conceptualize is to categorize, to learn is to form categories, to make decisions is to categorize."� Bruner maintained that people view the world in its similarities and differences and suggested a coding system which people can have a "˜hierarchical arrangement' of related categories. Each level of categories becomes higher and more specific.
People interpret the world through similarities and differences that are found in objects and events. Objects that are seen as similar are placed in the same category. The major part of Jerome Bruners' theory of learning is the coding systems where the learner organizes these categories. The organizing is meant to be involved in the information processing and decision-making.
This theory of Bruners' emphasizes the formation of these coding systems. He believed that the systems ease transfer, enhance retention and increase problem solving and motivation. He recommended the discovery oriented learning methods...

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Assignment 4: Saving and Investing
(32.0 points)
1. Describe a real or made up but realistic situation that could cause you or someone you know to have to use money from a financial reserve. (3-6 sentences. 2.0 points) I babysit two kid for parents that work during the day so if one of the lost their job I would lose mine, If I saved up a financial reserve then I might have to use it to pay for my phone bill or for clothing I need.
2. How many months' worth of expenses do you think your financial reserve should include? Describe at least two reasons for this decision. (3-6 sentences. 2.0 points) I think I would only need about a month or two because I think I could get another job pretty fast and also I do not have many expenses.
3. Would you rather have a savings account that offered simple interest, or an account that offered compound interest? Why? (3-6 sentences. 2.0 points) I would rather have a saving account that offered compound interest because I would be making more in the long for due to the fact that this type of interest account adds interest to the interest from the past year. A simple account adds the same amount every year, when a compound adds more every year.
4. If you were opening a savings account with compound interest, would you prefer an account that offers annual compounding, quarterly compounding, or daily compounding? Why? (3-6 sentences. 2.0 points) Daily compounding because this would add more interest to add interest on....